Behaviour for Learning Policy
Our Vision
At Luton Junior School we recognise that learning is a life long journey. Our creative and nurturing environment supports all pupils through their journey, aspiring each individual in becoming confident, successful independent learners. We aim for all our pupils to actively engage in a learning experience which inspires, motivates and challenges them. We are an inclusive school where the cultural diversity that exist amongst us is celebrated and aids our deeper understanding of the world we live in. We have high expectations of all our pupils and work in close partnership with all members of the school community to build successful, resilient, responsible citizens of the future. As a school we aim to always lead and let others follow.
In Luton Junior School we have high expectations for behaviour and learning of all of our pupils. We believe that pupils should intrinsically want to learn and aim to create an environment where pupils enjoy and are active participants in their own learning.
In Luton Junior school we strive for ‘Outstanding Behaviour’ throughout the school day. We aim to create an environment where:
n Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.
Pupils speak confidently about their learning and their school to adults they know and visitors to the school. Teachers encourage pupils to be proud of their hard work and their subsequent achievements. Adults within school model a high standard of spoken English in accordance to the English policy.
n Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.
Teachers provide opportunities and model for pupils through lessons and assemblies how to debate different issues in a respectful way.
n Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.
Pupils understand the importance of education as lifelong learners. Teachers encourage a thirst for learning throughout school. The Deputy Head Teacher will establish links with local feeder secondary schools to ensure pupils are successful in all stages of their education.
n Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare.
All adults in school model impeccable conduct. Teachers plan and deliver lessons which encourage and promote independence amongst pupils. Teacher’s lessons are engaging for all pupils and as a result incidences of low level disruption are extremely rare.
n Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying.
Teachers plan and teach lessons on all types of bullying (Cyber, racist and prejudice based bullying.) Pupil ‘Advocates’ across the school support the school in preventing all types of bullying. At Luton we have a no tolerance policy on any forms of bullying. (See Anti-Bullying Policy)
n Staff and pupils deal effectively with the use of derogatory or aggressive language.
Luton Junior has a no tolerance policy on aggressive and derogatory language. All adults in school model a high standard of spoken English in accordance to the English policy.
n The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
In Luton Junior School we have created an environment where pupils feel they are listened to. Through ‘Advocate Groups’ pupils have a voice in school. Through lesson times, assemblies and outside visitors pupils are educated in how to keep themselves safe at all times.
n Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
Luton Junior School promotes a healthy lifestyle through PE lessons and after school provision. Within school teachers follow a PSHE scheme of work to help pupils stay safe and understand age appropriate relationships.
n Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites.
Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.
Throughout every year group there is opportunities within the ICT scheme of work to educate pupils on online safety. Pupils are regularly updated, reminded in class lessons, whole school assemblies and themed weeks.
Behaviour in the Classroom
We understand that pupils should be rewarded for positive behaviour and those pupils who demonstrate behaviour which disrupts their own or others learning may need support.
Class teachers are responsible for creating a positive ethos through praise and encouragement for good learning and desirable behaviour. This can be achieved by:
1. Being consistent in their approach
2. Using praise more readily than sanctions
3. Ensuring that the curriculum followed by the pupils is stimulating and matched to the needs and interests of the pupils.
4. Ensuring that the classroom is well equipped with appropriate materials and resources.
5. Careful planning of the curriculum with differentiation for the individual needs of the child.
If a child persistently behaves in an unacceptable manner the class teacher will be supported by the leadership team and year group leader. The level of support will be appropriate to the need of the teacher, the class and the child. Luton Junior School employs a Well-being Officer who can work with the pupil to support any underlying issues and help modify behaviour. The purpose of intervention is not simply to discipline but to modify behaviour. Persistent disruptive behaviour can indicate an underlying problem, which needs investigation. The leadership team will work with the school SENCO to put suitable support in place.
§ In the first incident low level disruption will be dealt with by the class teacher who will follow these steps. ( Appendix A)
(1) Issue pupil with a verbal warning.
(2) If the pupil continues to be disruptive then pupils will be issued a written warning.
(3) If the pupil continues to be disruptive then they will be exited to the Year Group leader who can issue a school detention and will inform parents/guardians.
(4) Any learning missed will be completed during lunch time or after school detention.
§ In the case of a pupil disrupting the learning of others in the class, extreme behaviour or refusing to follow instructions then members of the Leadership team will support the teacher. Examples of these behaviours are:
1. Refusal to co-operate or act in accordance with the instructions of a member of staff.
2. Swearing.
3. Hitting, kicking, pinching or spitting at another child, member of staff or school property.
4. Verbal abuse, racist comments or aggression to a member of staff or another pupil.
5. Physical assault perpetrated against a member of staff or a pupil.
6. Vandalism towards or misuse of school property.
7. Acting in an unsafe manner that is considered prejudicial to the health and safety of the individual or the wider school community.
§ If a pupil receives more than three detentions in a school week then the senior leadership team will meet with the pupil and their parents/guardians to discuss and create a plan of action to support the pupil and modify behaviour. This may involve working with the Well-Being Officer.
§ In case of serious concern the support and advice from outside agencies may be sought. This can take the form of ISR Referral, Clever thinking, anger management, intervention support worker or a personalised learning programme. Those pupils with specific educational needs may have to have the system modified.
Behaviour outside the classroom
§ There is an expectation that pupils’ behaviour outside the classroom mirrors their behaviour inside the classroom. During lunch and break times pupils are expected to follow the same rules and expectations that we use in the classroom.
§ When leaving the school site there is an expectation that pupils are briefed on the school’s standard of behaviour and follow the schools rules and expectations accordingly.
Positive handling
In extreme cases when a pupil needs restraint to protect themselves or others, only named staff may restrain pupils. All teachers will be informed of assigned teachers.
Fixed Term Exclusions
1. In case of exclusion the school will follow the guidance set out in the DFE 2012 guide (updated in February 2015) ‘Exclusion from maintained schools, Academies and pupil referral units in England’.
2. The head teacher is responsible for deciding fixed term exclusions.
3. Records of the incidents must be recorded before a decision is made.
4. When a pupil returns from fixed term exclusion a reintegration meeting will take place. Parents, pupils and teachers will welcome pupil back into school. Class teacher will ensure that there is systems in place to welcome pupils back to class and support their learning in class. (For example, pupil or adult may discuss learning that the pupil has missed).
5. During a fixed term exclusion pupils must be provided with appropriate learning that meets their needs.
6. Parents will be issued with a guide to exclusions, this may include a timetable for day and prompt sheet.
Internal Exclusions
1. Pupils may be placed on internal exclusions if the Head Teacher/Deputy Head Teacher feel that their behaviour is impacting on others learning or if they feel that the pupil needs removed for a ‘cooling down’ period.
2. The teacher must provide learning that is appropriate to the pupil’s levels and learning that the pupil can work through independently.
3. Pupils will be placed in a safe area where they will have no contact with other pupils.
Pupils with Special Educational Needs
Luton Junior School recognises that every pupil is an individual and that every pupil has different needs. When implementing the behaviour policy teachers are responsible for ensuring that they follow the guidance set by the SENCO and external agencies. It is the responsibility of the Leadership Team to monitor that the guidance is being met.
Celebration of Behaviour and Learning
In Luton Junior School we believe that pupils learning and examples of positive behaviour should be acknowledged and celebrated. Each week in school those pupils who demonstrate exemplary behaviour for learning will be celebrated in a whole school assembly. Their photographs will be displayed in the school hall and a certificate of celebration will be sent home to their parent/guardian.
Behaviour for Learning Points
Any Adult in school (and eventually pupils) can award a Behaviour for Learning Point (B.L.P). B.L.Ps can be awarded when a pupil:
· Shows exemplary behaviour for learning
· Shows resilience in their learning
· Patience in their learning
· Preservice with their learning
· Supports a peer in learning
· Shows a marked improvement in their learning
· Shows a marked improvement in their behaviour
Pupils can collect and save B.L.Ps to exchange for a silver or a gold scratch card.
30/50 B.L.Ps = A silver scratch card
100 B.L.Ps = A gold scratch card.
A Prize Breakdown for scratch cards can be found in Appendix B.
Only the Head Teacher, Deputy Head Teacher and the Assistant Head Teacher can issue scratch cards.
Appendix A
Low Level Disruption
Incidents of low level disruption in the classroom.
Each school day is divided into 3 sessions. Morning to Break-Time, Break-Time to Lunch-Time and Lunch-Time to Home-Time. At the end of each session a ‘new start’ is given to each pupil. Verbal or written warnings do not carry across a session.
A Class Teacher may issue a detention if they feel that pupils have not completed their learning to the best of their ability in order for pupils to complete their learning.
Appendix B
Scratch Card prizes
Silver Scratch Card Prize Breakdown
1. Hot Chocolate and biscuits with Head Teacher
2. 20 minutes free time on the playground with a friend
3. 20 minutes on I-Pad or Kindle
4. Tea and Cake with an adult of your choice
Gold Scratch card Prize Breakdown
1. £10 book token
2. Ice-Skating Voucher
3. Cinema Tickets